Teacher Resources

On this page, one will find group questions, rubrics for presentation and report, in addition to Persuasive Writing Help. Copy and paste onto Microsoft Word and print copies out ahead of time.

Group questions-†four per team

Rubrics - one per student

Persuasive Writing Help - one per student

Group Questions

Reporter
You want to discover what happened to the famous boy king. You have heard rumors about this tomb and you want to find out the answers. As a reporter, you report only the facts.
  1. Who found King Tutís tomb and when?
  2. What was in his tomb that had never been seen before?
  3. What was MISSING?
  4. Why did it take so long to find King Tut's tomb?
  5. Is there really a ďcurse of King TutĒ?
  6. In which room was King Tutís mummy found?
  7. How many coffins were found in the tomb?
  8. What was strange about the way that Lord Carnavon died?
  9. What happened to the people that first entered king Tutís tomb?

Below are some links you will be particularly interested in.

Archeologist

Your job is to find out about the excavation.

  1. How was King Tutís tomb found?
  2. Where was†King Tut's tomb†and how long did it takes to find it?
  3. Why did it take so long to find King Tut's tomb?
  4. How many objects were in the tomb?
  5. Who headed up the expedition?
  6. What unusual things happened during the excavation?
  7. What can we learn from looking at the sarcophagus?
  8. How is king Tutís tomb different from† other kingís tombs?
  9. Tutankhamenís funeral bed is made in the form of which Egyptian goddess?
  10. List two interesting facts about King Tutís funeral and tomb.
  11. What room remains one of the more important finds of Tutís tomb? Which room holds everyday items used during the reign of Tutankhamen.†
  12. Name two rumors, or false information, that has been proven incorrect about the tomb and its excavation.

Below are some links you will be particularly interested in.

Medical Examiner

As the medical examiner, your job to look at the body for clues to what might have happened.

  1. How old was King Tut when he died?
  2. Does the body suggest any fowl play?
  3. Is there evidence of natural causes for his death? Explain.
  4. What other facts are included about his death?
  5. Is there any information that you found to be significant?
  6. How can unwrapping mummies be dangerous to your health?
  7. What was the condition of the body when it was found?

Below are some links you will be particularly interested in.

Historian

Your job is to find information about the time when King Tut was alive.

  1. How did king Tut become king?
  2. What does Tutankhamen mean?
  3. How did†Tutankhamen get his name?
  4. Who were King Tutís parents?
  5. Whom did King Tut marry and how old was he?
  6. Who succeeded King Tut to the throne?
  7. How do we know that he was buried in a hastily prepared tomb?
  8. How do we know that his death was unexpected?
  9. What did King Tutís widow do after his death?
  10. What happened to her suitor?
  11. Whom†did she eventually marry?

Student Evaluation

Each team member†will be evaluated on individual research as well as the group report.†Each team member will write a summary of what his or her role is within the team. I will be looking for thoroughness in your work, correct grammar and spelling, rich language and examples to back up your statement.††

The team will write a persuasive†essay using the information gathered in their research. Use the Persuasive Writing Help Sheet to help you organize your paper. As in the summary I will be looking for thoroughness in your work, correct grammar and spelling, rich language, and examples to back up your statements.

The team will tell the class about the information they gathered using PowerPoint, not reading from the persuasive essay. I will be looking for organization, subject knowledge, use of graphics, eye contact, and elocution or voice projection.

See rubrics.

Report Rubric

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Presentation Rubric

Evaluating Student Presentations

1

2

3

4

Total

Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

Subject Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with expected answers to all questions, but fails to elaborate.

Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.

Graphics

Student uses superfluous graphics or no graphics

Student occasionally uses graphics that rarely support text and presentation.

Student's graphics relate to text and presentation.

Student's graphics explain and reinforce screen text and presentation.

Eye Contact

Student reads all of report with no eye contact.

Student occasionally uses eye contact, but still reads most of report.

Student maintains eye contact most of the time but frequently returns to notes.

Student maintains eye contact with audience, seldom returning to notes.

Elocution

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Total Points:


Grade -† total points / 20 = ____________%

Persuasive Writing Help

This is one model for writing a persuasive essay.

Choose an opinion and stick with it! (Focus)† I believe King Tut was murdered. or I do not think King Tut was murdered.

Paragraph 1 - State your opinion clearly! - (Focus)†List several (at least 3) reasons why you think King Tut was/wasn't murdered (Organization). You will need material from your readings to back up your reasons.†

Paragraph 2 - State your first reason and back it up with material from your readings (Support/Elaboration). Be sure you consult with your group and get material from several sources.

Paragraph 3 - State your second reason and back it up with material from your readings (Support/Elaboration). Be sure you consult with your group and get material from several sources.

Paragraph 4 - State your third reason and back it up with material from your readings (Support/Elaboration). Be sure you consult with your group and get material from several sources.

Paragraph 5 - Sum up your findings here.†

Suggestions: Be sure to use some sequence words to connect your paragraphs.